Define growth and development.

List the principles of growth and

development.
List factors affecting growth and
development.
Identify the stages of development.
Discuss the characteristics of each stage
of growth and development.
 growth

Growth refers to an increase in

physical size of whole body or any of its
parts. It results because of cell division and
synthesis of proteins.
It causes a quantitative change in the child’s
body. Growth can be measured accurately
in kilograms, pounds, meters, inches, etc.
 Development refers to a progressive
increase in skill and capacity of function.
It causes a qualitative change in the child’s
functioning.
It can be measured but its measurements are
not as accurate as growth as it is measured
through observation.
 Maturation

It is an increase in competence
and adaptability usually used to
describe a qualitative change in a
structure.
• Growth and development are definite and
predictable pattern that are continuous,
orderly and progressive.
• These patterns or trends are universal and
base to all human beings, but each human
being accomplishing these in a manner
and time unique to that individual.
• Although Growth and development go
through a fixed, precise order, growth and
development do not progress in the
same rate. There are periods of rapid
growth and other period of slow growth,
e.g., rate of growth is very high in early
childhood, then slow down at middle
childhood, then become rapid again in
adolescent period.
• Not all body parts grow in the same rate at
the same time, e.g., during prenatal stage,
head grow faster than the other organs,
but after birth, the other organs are more
rapid in growth than the head.
• Each stage of growth and development is
affected by those preceding types of
development and affects those that follow.
Growth and development proceed in
regular related directions, Directions
trend:

The growth proceeds from head

down to toes. The infants
achieve control of head before the
trunk and extremities.
The growth proceeds from the center
or midline of the body to the
periphery. The infant’s control of
shoulder precedes mastery of hands
and control whole hands before
fingers.
(General to specific or Undifferentiated to
Differentiated), where development
proceeds from the simple operations to
more complex activities and functions .
e.g. the infant will respond to people in
general before he recognizes and prefers
his mother
• Physical Growth, e.g.,
weight, height, head, chest
circumferences.
• Physiological Growth, e.g.,
vital signs, senses.
A. Motor development it is either:
 Gross motor behaviors include:
posture, head balance, sitting,
creeping, standing and walking.
 Fine motor behaviors include the
use of hands and fingers such as
grasping
B. Cognitive development: Reasoning,
mental thinking…etc.
C. Emotional development: love, fear….
etc.
D. Social development: self – concept,
friendship, development of sense of trust,
autonomy
E. Language development.
F. Moral development.
A. Heredity:

Genes contain specific information

about a wide range of human
characteristics, from eye and skin
color; height and weight; blood group
and intelligence to the ability to taste
a particular substance.
B. Factors related to mothers:
• Mothers’ age: teenage mothers are more likely than those of
older mothers to have premature children .mothers who are
over 40 years are more likely than others to have infant Down
syndrome.
• Nutritional deficiencies: Malnutrition interferes with normal
fetal and postnatal development.
• Diabetic mother.
• Exposure to radiation, which causes gene mutations
• Smoking: as babies born to smoking mothers’ weigh less than
those to nonsmoking ones.
• Infection with German measles during the first trimester of
pregnancy can cause fetal congenital anomalies.
• Use of drugs.
C. Factors related to fetus:

• Malposition in utero.
• Faulty placental implantation,
which interferes with blood
supply to fetus thus affecting the
nutrients it needs.
D. External environment factor:
• Socio-economic status of the family
• Child’s nutrition
• Child’s health problems.
• Exercise.
• School.
• Mass Media.
E. Internal Environment:
• Child’s intelligence.
• Hormonal influences.
• Emotions. If love is not given, retardation
in growth and development can occur
(e.g., failure to thrive).
 Prenatal period
From conception to birth

Germinal Embryonic
From conception to Fetal
From 2 to 8 weeks From 8 to 40 weeks
approximately 2 weeks
Infancy period
from birth to 12 months

Neonatal Infancy
From birth to 27 days From 1 to approximately 12 months
 Early childhood
From 1 to 6 years

Toddler Preschool
From 1 to 3 years From 3 to 6 years
 Middle childhood
From 6 to 11 or 12 years

school age child

 Later childhood
From 11 to 19 years

Prepubertal Adolescence
From 10 to 13 years From 13 to 19 years
• Newborn stage is the first 4 weeks of
life.
Weight At birth : 2700- 4000 g
They loose 5% to 10 % of weight by 3 to
4 days after birth because of:
Withdrawal of hormones from
mother.
Loss of excessive extra cellular fluid.
Passage of meconium (feces) and
urine.
Limited food intake.
They gain birth weight by 10th days of life.
Gains ¾ kg by the end of the first month.
length length of newborn is measured from top
of head to the heel .It varies from
48– 53 cm

Chest Range from 30.5 to 33 cm

Circumference It is average from 30.5 to 33 cm
(usually 2-3 cm less than head
circumference).
 Head Circumference

• Range from 33 to 35.5 cm

• Head is ¼ of the total body length.
• The skull has two fontanels: the anterior
and the posterior fontanels.
• Head circumference increases 2 cm by the
end of the first month.
 Physiological growth
vital signs
 Body temperature
(35.5 to 37.5 c):
 Pulse:
Pulse range between 120 to 150 b\m.
It is usually irregular and rapid.
 Respiration:
Range between 35 to 50 cm.
Is usually irregular in depth, rate and rhythm.
Breathing in the healthy newborn is quite, gentle,
rapid and shallow.
Touch
The newborn usually is comfort with touch.
Vision
Pupils react to light.
Bright lights appear to be unpleasant to newborn infant.
Follow objects in line of vision.
Hearing
The newborn infant usually makes some response to sound from birth.
The newborn infant responds to sounds with cry or eye movement, cessation
of activity and / or startle reaction.
Taste:
Well developed as bitter and sour fluids are resisted while sweet fluids are
accepted.
Smell
He smells breast milk.
A-Motor Development
• Movements are random, diffuse, and
uncoordinated.
• Lack muscular strength to hold head
steady and erect.
• The reflexes are, swallowing and gagging
reflex, sucking reflex, grasp reflex, tonic –
neck reflexes (see unit of care of newborn
infant).
Gross:
• May lift head if prone.
Fine:
• Holds hand in fist.
• When crying, he draws arms and legs to
body.
B-Cognitive:

• The cognitive (intellectual)

development of newborn infant is
difficult to understand
• The behavior of infant is rigid and
reflexive. An infant may suck
harder on a bottle containing milk
than on toy placed in the mouth.
 C-Emotional :
• Newborn infant expresses his emotional
through cry for hunger, pain, or discomfort
sensation.
D-Social Development
• Cry is his contact with environment to
communicate his physiologic needs as
hunger.
• He is egocentric
Normal Infant
Infancy period starts at the end of the
first month up to the first year of age.
Infant’s growth and development
during this period are characterized by
being rapid.
Weight
The infant gains:
Birth to 4 months  ¾ kg / month.
5 to 8 months  ½ kg / month.
9 to 12 months  ¼ kg / month.

The infant will double his birth weight by 4 – 5 months

and triple it by 10 – 12 months of age.
 Another way of calculating the weight for infant age 3 – 12
months, especially if birth weight is not available:

Age in months + 9
Weight = -------------------------
2

For example, the weight of 7 months old infant

 For example, the weight of 7
months old infant =

7 + 9 16
= --------- = -------- = 8 kg
2 2
Length increases about:
3 cm / month during the first 3 months of age.
2 cm / month at the age of 4 – 6 months.
1.5 cm / month at the age of 7 to 12 months.
For example, the height of 9 months old infant,
whose birth weight was
52 cm = (3 x 3) + (3 x 2) + (3 x 1.5) + 52 = 9 +
6 + 4.5 + 52 = 71.5 cm
It increases about:
2 cm / month during the first 3 months.
½ cm / month during the second 9 months of age.

For example, the head circumference of 9 months old

infant, whose head circumference at birth was 35
cm = (3 x 2) + (6 x ½) + 35 = 6 + 3 + 35=42 cm.

◈ Posterior fontanel closes by 6 – 8 weeks of age.

◈ Anterior fontanel closes by 12 – 18 months of
age.
By the end of the first year, it
will be equal to head
circumference.
 Physiological Growth

Pulse: 110 – 150 beat / minute.

Respiration: 35  10 / minute.
Breathe through nose.
Blood pressure: 80 / 50  20 / 10.
Eruption of teeth starts by 5 – 6 months of
age. It is called “milky teeth” or
“Deciduous teeth” or Temporary teeth”.
2 months: • When infant on back, he follows a moving
object beyond the midline of his vision.
• His eyes follow moving persons near by.

3 months: • When he is on back, he turns eyes to a moving

light or dangling objects.
• Binocular coordination (horizontal and vertical
vision), where he can follow an object moving
from left to right; up and down.
• He turns head to look for voices and sounds.

4 months • Infant stares at rattle in his hand.

• He follows moving object well with eyes.
• He begins to develop hand-eye coordination.
5 •Infant’s visual acuity is 6/6.
months •He inspects objects visually for
lengthening period of time.

9 •He follows objects through transition

months from one place to another.

Taste By 6 months he has preference in taste

for food
Infants’ motor age (development) can be
assessed by calculating a motor quotation
(MQ) using the following formula:

Motor age (MA)

MQ = ----------------------------- X 100
Chronological age (CA)
For example, if a 12 month-old-infant begins to
creep, the motor quotient is:
9 (MA for this skill)
------------------------------- X
100 = 75
12 (CA)
Values above 85 are considered within normal
limits, values below 70 are abnormal and values
between 70 and 85 are borderlines.
2months The infant can:
Gross •Lift head aside in
prone position.
•Turn from side to
back.

Fine •Hold a rattle

briefly when
placed in his hand
3 months The infant can:
Gross Rise chest, usually supported
on forearm when in prone
position

Fine Hold hand in front of face and

stares at them.
Open or close hand loosely.
4 months The infant can:
•Sit with adequate support.
Gross •Roll over from front to back.
•Hold head erect and steady while in
sitting position.

Fine •Grasp object held near hand, but

cannot pick it up when dropped.
•Grasp objects with both hands.
•Cary objects to mouth.
 •. Hold back straight when pulled to sitting
5 months position.
Gross •Balance head well when sitting.
•Sit with slight support.
•Roll from back to front.

Fine •Use thumb in picking up objects.

•Grasp objects with whole hand (either left
or right hand).

6 months
•Sit alone but briefly.
Gross •Sit with straight back when in high chair.
•Pull self to sitting position.
•Turn completely over (abdomen to
abdomen).
Fine Grasp with simultaneous flexion of fingers
(begin to use fingers to feed self).
Transfer object from one hand to another.
Hold own bottle during feeding.

7 months The infant can:

Gross Sit alone.
Bounce actively when held in standing
position.

Fine Transfer a toy from one hand to the other

successfully.
Hold cup.
Hold 2 toys at once.
Bangs objects that are held.
8 months The infant can:
Gross Sit alone steadily.
Pull self to standing position with help.
Have perfect hand-eye coordination.

Fine Hold 2 objects while looking at a third.

Reach for objects beyond range of grasp.
Release objects from hand voluntarily.
Drink from cup with assistance.
Eat finger food that can be held in one hand.
9 months Crawls (i.e. pull body while in prone position).
Gross
Fine Drink from cup with some spilling.

10 months Walk but with help.

Gross

Fine Pick small objects up with index

finger and thumb (i.e., pincer
grasp).
Release an object after holding it.
Bring the hands together.
11 months . The infant can:
Gross Walk holding on furniture (curies).

Fine Remove covers from boxes.

Take a toy out and put it inside box or cup.

12 months .
Gross Walk in few steps with help or alone
(hands held at shoulder height for
balance).

Pick up small bits of food and transfers

Fine them to his mouth.
Good pincer grasp.
Drink from a cup and eats from a spoon,
but still requires some helps.
2 months The infant coos and respond to caregiver’s voice
by “ah” , “eh” , “uh”
3 months He laughs loudly.

6 months He vocalizes several well-defined syllables

7 months He vocalizes da, ma, ba.

He makes polysyllabic vowel sound.
9 months He associates words with persons or objects,
says “ma ma”, “da da”.
10 months He may speak one word “no” or “hi”.

12 months He may speak two or more words beside “ma

ma”, “da da”, “ba ba”.
In Arabic Language:
The infants starts with throaty letters (Teh),
then lips letters (Mem, Beh) then used
both the throaty and lips letters together
(Ma Ma, Ba Ba), then C letters (Dal), then
the nosy letters (Noon)…etc.
Cognitive Development
• Infant learns through sensation and
movement.
• During the sensorimotor phase infants’
progress from reflex behaviors to simple
repetitive acts to imitative activity. Three
crucial events take place during this
phase.
-
The first event involves separation, in which
infants learn to separate themselves from
other objects in the environment. Infants
realize that others beside themselves
control the environment and that certain
readjustments must take place for mutual
satisfaction to occur.
The second major accomplishment is
achieving the control of object
permanence , or the realization
that objects that leave his visual
fields still exist. This skill
develops at approximately 9 to
10 months of age.
─ The last major intellectual achievement of
this period is the ability to use symbols, or
mental representation.
 Infant develops a primitive grasp of
cause-effect relationship, but does not
learn to think which is beyond his
sensorimotor experience.
Emotional Development
• The infant expresses his emotions through
crying, laughter and body movements.
• His emotions are instable, where it is rapidly
changes from crying to laughter.
• His affection for or love of family members
appears.
• By 10 months, he expresses several
beginning recognizable emotions, such as
anger, sadness, pleasure, jealousy, anxiety
and affection. By 12 months of age, these
emotions are clearly distinguishable.
Social Development
• Play is a major socializing agent and
provides the stimulation needed to learn
from interaction with the environment.

By 2 months:
• The infant distinguishes “mother” -
primary caregiver from others.
• He learns that crying brings attention.
By 3 to 4 months:
• The infant smiles in response to smile
of others.
• He shows interest in other family
members.
By 7 to 8 months:
• The infant shows fear of stranger
(stranger anxiety).
• He responds socially to his own name.
By 9 to 10 months:
• By age of 9 months, the infant plays simple
games with adults, e.g., “bye-bye”.
• By age of 10 months, he plays social games
with adults, e.g., “peek-a-boo”.
• Eye - to - eye contact, smiling and
vocalization are the evidences of attachment
between the infant and his parent, especially
his mother.
According to Erikson
According to Erikson, through the infant
interaction with caregiver (mainly the
mother), especially during feeding, he
learns to trust others through the relief
of basic needs, i.e. to trust those who
give pleasant sensations, sense of
trust will result also from being held,
talked to, cuddled, warmed, and so….
on. If this sense of trust in others is not
learned, the reverse, a sense of
mistrust is acquired.
Toddler stage
 Normal Toddler

Toddler stage is between 1 to 3 years

of age. During this period, growth

slows considerably.
 Physical Growth
Weight
• The toddler’s average weight gain is 1.8
to 2.7 kg/year.
• Formula to calculate normal weight of
children over 1 year of age =
Age in years x 2 + 8 = kg
For example, the weight of a child aging 3
years = 3 x 2 + 8 = 14 Kg
Height
During age 1 – 2 years, the child’s
height increases by 1 cm/ month.
The toddler’s height increases about 10
to 12.5 cm/year.
Formula to calculate normal height of
children over 1 year of age =
Age in years x 5 + 80 = cm

For example, the length of 2 years old

child = 2 x 5 + 80 = 90 cm.
Head and chest circumference

The head increases 10 cm only from

the age of 1 year to adult age.
During toddler years, chest
circumference continues to increase in
size and exceeds head circumference.
Anterior fontanel closes between 12 –
18 months of age.
Teething
• By 2 years of age, the toddler has 16
primary teeth.
• By the age of 30 months (2½ years),
the toddler has 20 teeth.
Abdomen
• It is protruded and toddler appears like
“pot-bellied” because of the immature
abdomen musculature.
Physiological Growth

• Pulse : 80 – 130 beats / min

(average 110 min).
• Respiration : 20 – 30 / min.
• Bowel and bladder control
• Daytime control of bladder and bowel
control by 24 – 30 months.
Senses
• Binocular vision is well developed by 15
months of age.
• Visual acuity of 6 / 6 is achieved during
this period.
• Senses of smell, hearing, touch and
taste become increasingly well
developed.
Gross:
• Walks alone at 15 month
• Runs well at 24 month.
• Jump with both feet at 30
month
Fine

• Holds cup with both hands at 18

months.
• Eats with spoon at 18 month.
• Removes most of own clothes at 24
month.
• Drinks without assistance at 30
month.
 Language Development
• 15th months: Says 4 to 6 words (mainly
names).
• 18th months: Says 10 words or more.
• 24th months: vocabulary of almost 300
words.
• 30th months:
• Talks constantly.
• Uses plurals.
• Gives first and last name.
• He is still egocentric and
cannot take the point view of
other people.
• His thinking is based on
concrete perceptions and on
actions in his immediate
environment.
• Less fear of strangers, but he develops
separation anxiety (anxiety develop when
he is separated from the caregivers-
mother).
• Temper – tantrums as means of anger
expression.
• Afraid from falling, loss of support, loud
voices and strange places and people.
• Imitates parents, e.g. in clothes, in
cleaning the house.
• Notice sex differences and know own sex.
• Develop “sense of autonomy”. “I can do it
my self.” They want to do things for
themselves, using their newly acquired
motor skills, e.g. walking climbing…. etc.,
their mental power of selection and
decision-making. When they are forced to
be dependent on others, they will develop
a sense of doubt and shame.
It is the stage where child is 3 to 6 years of
age. The preschoolers grow relatively slow
during this period.
Physical Growth

Weight:
• The preschooler gains approximately 1.8
kg/year.
Height:
• He doubles birth length by 4-5 years of
age.
• Formula to calculate weight and height are
the same as toddlers
Physiological Growth:

Pulse:
80-120 beat / min (average 100 beat / min).
Respiration:
20-30 cycle/ minutes.
Blood pressure:
100/67 + 24/25.
Motor Development:
3rd years:
Gross:
Walks a straight line, backward and on tiptoes.
Catches ball with extended arms.
Kicks a ball.
Rides tricycle-using pedals.
Fine:
Builds a tower of 9-10 blocks.
Copies a circle.
Use scissors with one hand.
Can undress him.
Can put on coat without assistance.
Put beads on string.
4th years:
Gross:
• Runs on tiptoes.
• -Hops on preferred foot.
• -Alternate feet when descending stairs.
• -Jumps from greater heights.
• Climbs from greater heights.
• Catches ball with extended arm and with hands.
Fine:
• Copies square and draw a simple face.
• -Cuts around picture with scissors.
• Buttons side buttons and small buttons.
• -Bathes himself with assistance.
5th years:
Gross:
• Walks a balance beam.
• Skips while alternating feet.
• Jumps rope and over objects.
• Catches a ball smoothly with hands.
Fine:
 Copies a triangle and letters.
 Able to lace shoes, manages zipper in back.
 Bathes self and combs hair with help.
 Can blow nose when asked.
Language Development

• 3rd year:
– Vocabulary of 800- 1000 words.
– Uses 4 words sentences.
– Ask why.
• 4th year:
– Vocabulary of 1500 words.
– Uses 3 to 7 words sentences.
– Uses “I” in his speech.
• 5th year:
– Vocabulary of 2100 words.
– Asks for the meaning of words.
– Repeats sentence of 12 or more syllables.
Cognitive Development:

• Preschooler up to 4 years of age is in the pre-

conceptual phase (refer to toddler’s cognitive
development).
• Preschooler from 4 to 6 years, is in the intuitive
phase (4-7 years of age), where he begins to be
able to give reasons for his belief and actions, but
not a true cause- effect relationships. E.g. he may
say :”It is not morning because I didn’t eat
breakfast”
• He has concept of time
• Uses symbols in his play, e.g. a piece of wood may
represent a car.
Emotional Development:

• Fears the dark.

• Tends to be impatient and selfish.
• Expresses aggression through physical and verbal
behaviors.
• Shows signs of jealousy of siblings (it is called
sibling rivarely).
Social Development:
• Egocentric in his thought and behavior,
unable to see others’ viewpoints.
• Tolerates short separation from
parents by 3 years and separates
easily by 5 years of age.
• May have dreams and nightmares.
• Demonstrates strong attachment for
parent of opposite sex.
• More cooperative in play.
• The preschooler is in the stage where
he develops a sense of initiative;
where he wants to learn what to do
for himself, learn about the world and
other people. If he fails to achieve this
sense of initiative, he will develop a
sense of guilt, where he will appear
anxious and frightened in his contact
with others.
• School- age child is between the ages of 6
to 12 years. He is characterized by
gradual growth.
 Physical Growth:
Weight
School-age child gains about 3.8 kg/year.
• Boys tend to gain slightly more weight
through 12 years.
• Formula for the child from 7 to 12 years.
• (Age in years x 7)-5
• Weight for 7 to 12 years = --------------------
2
Height:

• Gains about 5 cm/ year.

• Body proportion during this period: both
boys and girls are long-legged.
• Formula is the same as toddlers and
preschoolers.
Dentition:

• During school –age period, permanent

teeth erupt, starting from 6 years
Physiological Growth:

• Pulse: 90 + 15 beats /min (75 to 105).

• Respiration: 21 + 3 c/min (18 –240).
• Blood pressure: 100/60 + 16/10.
Motor Development:

6-8 Years:
Gross:
 Ride a bicycle.
 Runs, jumps, climbs, and hope.
Fine:
 Knows left hand from right.

 Improved eye- hand coordination.

 Prints words and learns cursive writing.

 Draws a person (12 – 16 parts, details).

 Can brush and comb hair.
8-10 Years:
Gross:
• Throws balls skillfully.
• Beings to participate in organized sports.
Fine:
• Use both hands independently.
• Prints fluently.
• Increased smoothness and speed in fine motor
control.
• Handles eating utensils (spoon, fork, knife)
skillfully.
10-12 Years:
Gross:
Enjoy all physical activities.
Fine:
Motor coordination continues to improve.
Language Development:
Sentence structure and use of grammar
continue to improve.
Speech proceeds from egocentric to social.
Cognitive Development:

• 7 to 11 years old child now in the concrete

operational stage of cognitive development.
• He is able to function on a higher level in his
mental ability.
• Think and give reasons as he develops
concept of cause-effect relationship and can
manipulate symbols, therefore can solve
problems.
• Classify objects to classes and
subclasses as they can see the
differences more than the similarities of
objects.
• Ordering, i.e. arrange things according
to their sizes and relationship to other
things.
• Tell time; know date, month and
season.
Emotional Development:

• Fears injury to body, and fear of dark.

• Jealous of siblings (especially 6-8 years
old child).
• Curious about every thing.
• By 10 years of age, he has short bursts of
anger, but able to control anger by 12
years.
Social Development:
• School-age child begins development of sense
of industry, i.e. child desires to engage in tasks
in the real world (as he enjoys doing socially
useful tasks for others). Mastery of social
interaction facilitates development of the sense
of industry and child’s feeling of competence,
which leads to positive sense of self. If the child
fails to achieve the sense of industry, and / or
child’s feeling of competence, he will develop a
sense of inferiority.
• Adolescent is a period of transition from
childhood to adulthood. It begins with the
appearance of secondary sex
characteristics and ends when somatic
growth is completed and the individual is
psychologically mature, capable of
becoming a contributing member of
society.
Physical Growth:

Weight:
• Growth begins earlier in girls (10 – 14
years, while 12 – 16 in boys).
• Males will gain 7 to 30 kg, while female will
gain 7 to 25 kg.
Height:

• Birth length triples by about age of 13.

• Males will gain 10 to 30 cm in height.
• Females will gain less height than males
as they gain 5 to 20 cm.
• Growth in height ceases at 16 or 17 years
in females and 18 to 20 in males.
Physiological Growth:

• Pulse: 60- 80 beats/min.

• Respiration: 16-20 cycle / min.
Secondary sex characteristics:
In boys:
• Increase in size of genitalia.
• Swelling of the breast.
• Growth of pubic, axillary, facial and chest
hair.
• Change in voice.
• Rapid growth of shoulder breadth.
• Production of spermatozoa. (Which is sign
of puberty)?
In girls:
• Increases in transverse diameter of the
pelvis.
• Development of the breasts.
• Change in the vaginal secretions.
• Growth of pubic and axillary hair.
• Menstruation (first menstruation is called
menarche, which occurs between the age
of 12 to 13 years old).
Cognitive Development:

 He can think beyond the present.

 In solving a problem, he can make
use of assumptions; formulating
hypotheses while thinking .he can
have in mind many ideas about a
problem simultaneously and can
predict a variety of possible
solutions.
Emotional Development:

• He may become hostile or ready to fight,

complain, or resist everything. Little things
can cause emotional upheaval; as the
tension is relieved, emotion is brought
under-control and he retreats in an attempt
to master his anger and to grow his ability
to control his emotions and gain from the
new experience.
Social Development:
• He sees himself as a distinct individual,
who is somewhat unique and separate
from every other individual.
• He needs to know “who is he” in relation
to family and society i.e. to develop a
sense of identity. If the adolescent is
unable to formulate a satisfactory identify
from the multi-identifications, a sense of
self-diffusion will be developed.
• Egocentrism disappear at this age.
• Adolescent shows interest in other sex.
• He looks for close friendships.